MAY 10

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AN EXAMINATION OF THE CRITERIA OF TEACHER EVALUATION AS PERCEIVED BY THE SCHOOL TEACHERS OF NEWFOU DLAND

CENTRE FOR NEWFOUNDLAND STUDIES

TOTAL OF 10 PAGES ONLY MAY BE XEROXED

(Without Author's Permission)

MES HICKMAN

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MEMORIAL UNIVERSITY OF

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EXAM!~AT,I(>N ~)THE C~IT~Rl:

: AS PERCElVJ;:P

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^~^Ja~es^. ^Hickman

A,Thes.is

EWFOUNOLANO

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EVALUATION .

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NEWFOUND~ND

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·Submitted· to the committee on· Graduate Studies·

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in Partial F'uifillinent of t~ Req~irements

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.. DEPAR'IMENT OP

·. E~UCA~~N~ ~MI~IS~RATIOf

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AB'STRACT

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This study was conducted-"tO -determine the criteria

• • ' \ • #

that N_ewfoundland school .teachers felt should'be u-sed. in -eval~ating. 1Jea~hers f~r (a) t;eaclier_ competence, and ·(b)·

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promotion td_administrative. positi~ns.

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~he qu~itionnaiie consist~d o~ ·t~o parts: a ·

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persdnal and schqo_i ba-ckground variahle questionnaire,

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ane! two evalua.t_i~n questionnaires. ·The latter. section of·· ._,

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. the que~tio~.aire contained identical thj.rty~item pat---. . '

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t'er·ies· arranged 'in different sequences. _:·

These

·.items were·

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evenly _.

dist~ibuted·.

_{._} _.

i~t~

_. ^Mitzel_._.^'^s

thre~ ~ategories"·'~

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pr:esaqe, ·proces~ and produc;t' ·for:·.each eval~ative ·situ-

. . . . - • . . . . • . .. :1· • .

at£on.- The que-stionnaire .also a.sked- the· teachers

to

" . <:::;:' . . . '. . . . : - . . . . . . . .

indicate whom t-h~y-:fel~· was in-'the· bes:t ··position

to

e~aluate· ^theirteaching~ The questionnai~e ^provided ample

i . \ . . ' Q . • .. .. ..._. •

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sp~~e f~r~ - ~each~rs :. to:_ : inc~ude ·addit~~·ai. c~iteri~

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w~i:? . _, ..

they p~rc~iv~ to

be

·~p_ort~nt·~for ·e_ach·:.~v~iuative_ sftu.:..

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· ation, and space for-· teachers· to ·add~.comJnents -on the ·

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The _ :

questionnaire

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randomly

s;~lected

_' _.^Newfoundl-_. _- ^anci

~chool' 1 ^t~_ ^~ch~rs

^of_~ ^which

8 4. 3 per cent responded. ·. ·

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_,··To analyse the·· data gathered, frequency .counts ·' .. ; .. ,- . ·'':·.

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were,co~pi~ed :-.to

plaae ·

erite~iti

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determine whether or not ?t, common. ~o~y·· of· c·~iteri'a w·as perceived by ~he ~each~r~ as ~eing important in thi ~valu~

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-a~ion- of teachei-s for botp ·evaluative ·sit~at~ons. Th~

ranked' criteria

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^·.compared for :bot}J

~valu~ti

ve 'situ- .

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C:l:tion~ to see if the 'teacher.s perceived a change of.

emphasis in the use

of .

each .~ritED~ia~{from one eya'iuat.ive

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·situa~io~· t~ :the .other . . Pearson correlation ~oeffibi~nts '

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were· utiliz~d ^to.~etermine ~hether . ^the.^emphasis.p!i;\c~~

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.upon the cr.i_.terltm_·. _._. ' chan'ged with each _. .. eval~ati~e· situatio~·.

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Chi squ~re tests w~re: rised to ascertain if signi£i6ant.

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differences existed in '. the respons~s~6f tea~hers . ^~· ^. according to personai and school .vari~tes.

· ·For the· q~estion, "Who is in the best position· -to.· .. ·

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. evai.ua'te?", freq'ue~cy coun~s \iere compiled. to-ci"eterrni~e·Ji. . ' ~,..

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whom the

teacher~

felt was in the best

~osition t.c> : eva'lu- ~

ate t~eir work. Chi sq,uare te~ts_. we~e. a.iso used to .

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ascer:ta:in wh~ther.·o~ not _. ~igf\ificant differences_: _,. _. . _existed .

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. . in the· responses of . .. .

the

^teachers. ^..^.^~ecord!ng^. ^{to pe'}^rs6nal^/~^~~ ..

and school bac-~ground variables" _ ^I' ^' ^{; .}

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^styy^revealed^tb!'t

t~~cberS d~ 9~rte:Cal~y ~

at;1ree on ~. -~f~. on body of criteria ·which they ~eel . ~ho.uld .. , be used for bot evaluative s.ituations. Teachers were.

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·.·more l'ikely--~ .feel.·':that· "pro~ess"· c~iteria sho~id. be

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emphasized wh~n .-eva.luating teachers for competence,.·

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whi.le:

"·pre-~a~~" .ic~iteria

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teachers for adm.inistrati~e l>osi tiona. .

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'sig.nif icarit· '.relationship's were

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criteria,. of

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sc~ool. )??Ckground' v'ariables.

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obse:tve4 between ·certain t.eachers" .~~rsonal ^and~_,_{/ '} ^!

Th~ ·teachet~· felt that the . .

school prin,cipa;t ·. w.a .. s in the best po.s.it'.i.on to ev:aluate.

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their work.

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ACKNOWLEDGEME'N'l'S - . · .

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The writer wishes

to

ex'p.ie'ss~'his •gratitude for· th~

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. ass~st~nce, adv.iceo an,d encoura,ge~e~t of Or.. D. · Kirb~, th~

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· . Ap rec_;iatlon ±s---ats~es.seq for · the comments

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Wool&ridge

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ions given·by· D'r. K.W. waiiace land Dr. G.·

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w~llingly of· their· time:. l __ ..

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is also expressE?d to

the·

Newfoundlansi ..

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school teachers" who took time 'out 'of their busy schedule

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to

rCOmpl~te" .~e - ques-t'io~n~ire_._ . Wi~hout . theilr _ CO~perat.ion

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ihis

study

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.~ould not^. - ha~e becqrne a ... \_.:.... reality •·. _,. .. ' . . ~

Finally, the w~iter ·wishes ~to exp.ress·· appreci~tion

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·to .his wife and family for the'ir . . . . . ^•' ·patience,. . understanding,· . . . .

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~~c~urageJnent. and assistan¢e. while· the thes ;is· was being compiled. -· ·

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TABLE OF CONTENTS

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^....,________

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ITS SIGNIF~CANCE / . :

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___...__."_emen t ~f.---the P·roblem Hypotheses

""':

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Import!ance of ^lthe Study

J .

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Definition of Terms Evaluation •, e I a ...

. cr.i. ter iqn: ^~Î â • ^.I Î• •

·c~as~es of Cri.ter~a Teacher

. -. ^• ^.

Pe·_. rmanent _..'certifica.tion

. ·

interim

^cer-tification

. ' . ^I_."^{• ·} _'_>

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Schools

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. ^/^" . -,.,---.. '·

RELATED' LITERlVl'URE . • II. ':SURVEY .OF

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PAGE

1

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In~rolduct-~on /and· Historical Background -·~ · '-·\ ·~. ·.15 _'-_ -· .. ...-

• ., ,./... • • :· ~ ^< ^• ^• j

,.,.. . ,.

Recent Studies· on

Teacher

Evaluation

I "--... . . .

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^' ^. ^. ^.-^_./'

What 1s Evai.uation? · ~...-?~~···.

. i . . . . ... --~.-:._,;__.,_.~J/

--~W.~Y\.·Eval.ua,te·?

. .· · ~ chQ0.1

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The.· Pub~'ic. • •· •--... _.

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^~--^"' ^·.^• ^•^I

IV.

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Tea·cher-s ·.

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Wh~ Should' ~Ya.l~1pte?---•... •

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A~thor i-ty.··~ igures . . . . Self-.Evaluation. ··

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Student ^: ^I ^J

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· ·Other T~acher . . • • . ·. ·1

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· When should

~yalua~il~2 1 ^·occ~r.

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,-- ·where Should the Emphasis( be

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/· ~n Teacher Ev~lyation?

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P_laced

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Presage .. · .• . • .

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· ~_, Pro&ess _.^. _..

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· . · Product

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Recent Re~earch Related to· ^the

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./ ,• . .

. . . . . ,

Conclusion

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· .

•'

THE o·ES~GN OF. THE ' STUDY · p • . •

...

-0 _._._The·· Ih-~rument . ._

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Sampl.e .and ·Data Collection .

. ^.

.-~·-·--·

1Treatment of 'the_ ~Data ^.

~~ .

:'1 .Limi t~t.i~ns

/ . .

.. . . j : , . . • . ..

. ^..· . .

^•^! ^•

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Delimitations .~/. -~ • • • .. ,. ^··^J^·^•

, . _,1' _ / • •• ~::, ^• ^{/ '} ^' ^:. ^. ^• ^' ^• ^·^.^' ^, ^•

EVALUATIV~

. .

· CRXTER:J:A

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P.ERCEIVEO

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AS

.

S'lGN-~Fic'A

.. -.

:SY. NEWFOpNDUNI> SCHOOL '.tEACHERS • ~ . • ..•

Evaluatio~ ^·o£

. Teacher

.C~mpeten.~e

. .. ,'1 _,' ., •

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PAGE''

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CHAPTER

Evaluation ... £or Promotion to an

()0 • •

Admi~istrat;:ive_ Position .

. .

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.

• 0

v . .

^A ^.^COMPARISON^.

OF

THE ... EMPHASIS PLACED ·ON' . TEACHE~ ·EVALUAT;rON CRITERIA BY

NEWFOUNDLAND SCHOOL TEACHERS . •

.

^.

.

V'I.

1 .. .

Emp.I:tasis ~lacE;!d on Individual Criteria in Both Evaluative \

Situations.

. . . .

^,.•

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An

^Ani'llysis ^.c_>f . the D_ata Acc.ordin'!·

To Mitze'l is categories. of Pr~sa·g~·,

• ' 6' 0... ,· " '

.Proces~ ^I

c 'anct'.

^P_^rod^.^uct ^,^..^•^· ^{• .}

Teacher ·Evaiuation

Prq~otion _., to an Administrative Position ··.,. .. · . ~ .. . . . .

·· ... ,~:

\

RELATIONSHIP "B~-TWEEN ~TINGS OF

.

^.

.

EVALUATIVE CRITERIA AND :sELECTED

CHARACTEIU.STICS · OF RESPONDENTS AND . THEIR· SCHOOLS .. . • • • r ^'

. ~ ·.· ./":· .. · ·.\

Personal _•. and ·Professional.

Ch~racteristics of Teac}lers. ~

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. . . .. . . . . .

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Age and S~x

Age

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·· Expez;ience· and · P~o~essi~Qal ,

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·School Variables

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